The topic for this post has been on my mind for a while. It is more of a question arising out of my experience with multi-modal text, specifically students’ work when transducing words to image. Perhaps you can help me answer the question:
Whose images should students be required to produce when asked to analyze the author’s writing: The visualization of what they read or what the author intended?
I ask because I have found that controlling what students visualize while reading might be just as controversial as asking students to think in English. Continue reading →
Do you limit teacher talk time in favour of active learning? Good!
Do you limit teacher talk time because your students seem disengaged or don’t understand? Bad…
Let’s face it, teacher talk time (TTT) is valuable. Although it should not be the focus of any lesson, it can certainly be an opportunity to mediate learning, not just facilitate it or curate it. Hence, done purposefully, TTT can help students take better notes, recall valuable information, and differentiate between main ideas and extraneous detail. How can this be?
Have you tried Kahoot’s new jumble game? It’s fun!
If you are an avid reader of TESL Ontario blogs, you would know Nadeen wrote about it in October 2015 – so yes! Kahoot has been around for a long time. You can read her blog here: Use Kahoot to spice up your lesson.
Now for the newness, which soon will be ‘the has been’ since technology moves faster than a speeding bullet (sorry . . . Superman).
Pick from an existing activity
The new Jumble game is great for students at any level who need to practice word order or any other type of sentence structure. Continue reading →
Not too long ago I created an activity with my students where I asked them to write three types of literary genres they enjoy the most. The task involved writing three words on index cards. I then asked them to meet in groups to share their words. Group by group, they would come to the podium and add their words on Wordle.net – adding each word repeatedly at times and only once other times. At the end, I would let WordleTM do its thing. The result was a collective word cloud that would visualize the commonalities among everyone in my class. Continue reading →
This activity is meant to be a student’s journey to self-regulation (see Schunk & Zimmerman, 1997). The activity can take place at any time during the school term and is meant to awaken in students the desire to achieve their goals one step at a time. Hence, the process to self-regulation is the goal. Continue reading →
I hope my title did not conjure images of technology-enhanced learning with visions of smartphones, iPads, and laptops dancing up through the air. On the contrary,
this blog is about students stirring, moving in circles, and engaging in conversation. I’m talking about face to face interaction, where students are talking and listening to each other while the teacher is watching.
In the ESL classroom: LINC, ESL or EAP – we teachers need to have many ideas up our sleeves to make sure students are not yawning but interacting with one another and having fun while learning. Last year in September, I shared two of these strategies. You can read them here: http://blog.teslontario.org/an-active-start-to-the-academic-year/ In this blog, I share another one that I have found students also enjoy: Continue reading →
I am trying to fully understand the translingual approach – specifically how it aligns with English for academic purposes (EAP) or the much needed skill of clear, concise written communication. The idea is great, but how do we go about it?
Horner, Lu, Royster, and Trimbur (2011) propose a translingual approach for dealing with student writing in academia.
Although I agree with most of the underpinnings behind the new approach, I am not so sure how they envision it. I agree with many of their ideas, but…
I agree that students’ right to use their language (English and otherwise) should be respected. I also agree with the authors’ opposition to the monolingual “view that varieties of English other than those recognized as ‘standards’ are defective” (305). Varieties of English, they explain, include what monolinguals Continue reading →
As I’ve shared with you in previous blogs, one of my ongoing interests is finding ways to empower my students to become better writers of English. What is the formula?
Vocabulary skills are important (Checked √)
Grammar is important (Checked √)
Controlled practice is important (Checked √)
…Wait a minute… Modeling is super important…
According to Cumming (1995), language teachers need to not only provide text models of a good writer’s final product (what an assignment is supposed to look like at the end), but also model the cognitive process of writing. In other words, we as teachers should model writing-as-a-process that mimics the actions performed by effective writers (hint: we need to write a lot to be one too). Continue reading →
What is academic writing? Are we all on the same page? Is it a five paragraph essay? I don’t think so. Let me explain.
I always read with great enthusiasm my students’ essay writing diagnostics. This helps me to understand their way of thinking and their prior working understanding of academic writing. For some, the question posted is somewhat forgotten as they go about making their essay fit into a five paragraph structure. I perceive trains of thoughts interrupted as these students try to inject the three point parallel structure at the end of the so called introduction paragraph, while moving on to adding transitions throughout the remaining paragraphs as they seek to achieve the perfect five paragraph layout. The structure looks good…Hmm…Let me go inside and look.
I have been teaching writing at the college level for over six years to both first and second language learners. Unless I am teaching EAP, where my students are second language learners, my classes have been mixed: native language students at various language levels and experiences as well as non-native language learners, including 1.5 generation (people who immigrate to a new country before or during their early teens) with different levels of language proficiency. Note that no matter who the students are, my job is to help my students achieve the learning outcomes of the course (e.g. to be able to write an academic essay), which means I must pay attention and therefore take into consideration each student’s individual needs. How do I reconcile all these differences in a writing course? Well, among many teaching strategies, I focus on selective attention.
According to Richard Schmidt (2010) our ability to focus is dependent on our awareness of the existence of stimuli. It is difficult (even impossible) to pay attention to every bit of information around us, so we need to be consciously aware it exists to be able to notice it. Hence, not knowing what to focus our attention on can leave us paying attention to unimportant information, unaware of what it is we should be focusing on! Continue reading →